Restorative Justice: A New Era of Discipline and Understanding in Schools
Restorative justice is a transformative approach that has been gaining traction in educational settings across the globe. Its impact on school discipline, particularly in reducing suspensions and recidivism, is profound and worth exploring. This approach not only addresses the immediate issues of student infractions but also fosters an environment conducive to scholarship, reduces bullying, and promotes overall school safety.
Traditionally, schools have relied on punitive measures to handle disciplinary issues. These measures often involve suspensions, which temporarily remove students from the educational environment. While this might provide a short-term solution to disruptive behavior, it does not address the underlying causes. Moreover, suspensions can alienate students, pushing them further away from educational engagement and increasing the likelihood of repeated offenses.
Restorative justice shifts the focus from punishment to reconciliation and learning. It involves bringing together the offender, the victim, and sometimes members of the community to collectively resolve the issue and decide the consequences. This inclusive approach not only holds the offender accountable in a more meaningful way but also empowers the victim and the community to contribute to the resolution process.
One of the most significant impacts of restorative justice is its potential to reduce suspensions. By addressing conflicts through dialogue and mutual understanding, restorative justice prevents the escalation of disputes into repeat offenses that would typically result in multiple suspensions. Schools that have implemented restorative practices report a marked decrease in the number of suspensions, which correlates with an increase in attendance rates. This is crucial because higher attendance is directly linked to better academic performance and higher student engagement.
Furthermore, restorative justice helps decrease student infractions by promoting a deeper understanding of the consequences of one's actions. Through restorative circles and mediation, students learn to empathize with others and recognize the impact of their behavior. This understanding fosters a more respectful and supportive school environment, where students are less likely to engage in disruptive or harmful behaviors.
Bullying is a critical issue in many schools, and restorative justice offers a unique approach to tackling it. Traditional punitive measures often fail to resolve the underlying social dynamics that fuel bullying. Restorative justice, by contrast, addresses the needs of the victim while also focusing on the rehabilitation of the bully. Through facilitated dialogues, bullies are encouraged to confront the effects of their actions and develop empathy for their victims. This not only helps in healing the relationship between the bully and the victim but also deters future incidents of bullying.
In terms of promoting school-wide safety, restorative justice contributes to creating a more inclusive and secure environment. When students feel that their voices are heard and that they are part of a community, they are more likely to respect school rules and contribute positively. The collaborative nature of restorative practices also enhances trust among students, teachers, and administrators, making it easier to address and resolve conflicts before they escalate into violence or other serious issues.
Moreover, restorative justice aligns with educational goals by integrating moral education into the curriculum. It teaches students valuable life skills such as conflict resolution, responsibility, and interpersonal communication. These skills are essential not only for academic success but also for personal growth and development. By fostering a holistic approach to education, restorative justice enhances students' readiness to learn and succeed academically.
Despite its benefits, implementing restorative justice is not without challenges. It requires a shift in mindset from all stakeholders and a commitment to change from traditional punitive approaches to a more empathetic and inclusive method. Additionally, it demands resources such as training for staff and time for the facilitation of restorative processes.
Nevertheless, the positive outcomes of restorative justice far outweigh these challenges. Schools that have embraced this approach report not only reductions in suspensions and infractions but also improvements in academic outcomes and school climate. As more educational institutions recognize the benefits of restorative justice, it is likely to become an integral part of school discipline policies.
Restorative justice represents a significant advancement in educational discipline. Its focus on healing and learning rather than punishment provides a more effective and humane way to handle school conflicts. By reducing suspensions and recidivism, decreasing student infractions, tackling bullying, and promoting a safer school environment, restorative justice not only enhances student scholarship but also prepares them for a more successful and harmonious future.
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ABOUT THE ROLE Under the direction of the school principal at Beulah Shoesmith School, this role takes charge of the school in the principal's absence and assists in directing and coordinating educational, administrative, supervisory, and counseling activities. KEY RESPONSIBILITIES - Assist in the development and implementation of the School Improvement Plan for Advancing Academic Achievement. - Participate in the development and monitoring of the local school budget. - Plan and supervise student activity programs and provide guidance to students. - Take or recommend disciplinary action for students or employees in violation of discipline codes. - Meet with parents and guardians to review student progress or problems. - Supervise students at assemblies, social, and athletic events. - Direct and coordinate teacher supervision of lunchrooms, corridors, and playgrounds. - Observe performance of teachers and career service personnel and provide recommendations to the principal. - Assist in interviewing, recommending candidates for employment, and supervising student teachers. - Arrange for and oversee substitute teachers. - Respond to inquiries and complaints from students, parents, local school council members, and the public. - May teach courses, organize in-service training, accompany students on field trips, and sponsor clubs or athletics. MINIMUM QUALIFICATIONS - Master's degree from an accredited college or university. - Valid Type 75 Educational Administrative Certificate issued by the Illinois State Board of Education. - Thorough knowledge of elementary and secondary education principles and practices. - Thorough knowledge of Chicago Public Schools rules and regulations. - Good knowledge of school budgeting methods and procedures. - Ability to work with school-aged children and establish effective working relationships with staff, parents, and community organizations. - Excellent interpersonal, supervisory, and oral and written communication skills. - Physical capability for Light Work, including exerting up to 20 pounds of force occasionally, reaching, handling objects, talking, hearing, and using visual acuity. SPECIAL REQUIREMENTS - Must maintain a valid Type 75 Educational Administrative Certificate throughout employment. - Must adhere to all Chicago Public Schools rules, regulations, and discipline codes. SELECTION PROCESS Candidates will be evaluated based on their educational background, administrative credentials, and alignment with the essential functions of the role. The standard Chicago Public Schools hiring process applies. HOW TO APPLY Apply online through the official Chicago Public Schools careers portal using Job Number P170229. Ensure all required documentation regarding your degree and administrative certification is submitted. EMPLOYMENT DETAILS - Job Number: P170229 - Posting Date: July 29, 2026 - Primary Location: South Side-1330 East 50th Street (Beulah Shoesmith School) - Benefits: Comprehensive health coverage including medical, pharmacy, dental, vision, behavioral health, and employee wellness programs. Financial security options include basic life and disability insurance, pension plans, supplemental retirement plans, flexible spending accounts, and pet insurance. Work-life balance benefits include paid leave, sick leave, vacation days, parental leaves, short-term disability, and religious holidays.
ABOUT THE ROLE Under the direction of the school principal at John Marshall Metro High School, this role takes charge of the school in the principal's absence. The Assistant Principal assists in the direction and coordination of educational, administrative, supervisory, and counseling activities to support student achievement and school operations. KEY RESPONSIBILITIES - Assist in the development and implementation of the School Improvement Plan for Advancing Academic Achievement (SIPAAA). - Participate in the development and monitoring of the local school budget. - Plan and supervise student activity programs and provide individual and group guidance for personal, educational, and vocational objectives. - Take or recommend disciplinary action for students or employees in violation of established discipline codes. - Meet with parents and guardians to review student progress or address problems. - Supervise students at assemblies, social, and athletic events, and direct teacher supervision of lunchrooms, corridors, and playgrounds. - Observe the performance of teachers and career service personnel and provide recommendations to the school principal. - Assist in interviewing and recommending candidates for employment, supervising student teachers, and overseeing substitute teachers. - Respond to inquiries and complaints from students, parents, local school council members, and the general public regarding school policies. - May teach courses, organize in-service training, accompany students on field trips, and sponsor clubs or athletics. MINIMUM QUALIFICATIONS - Master's degree from an accredited college or university. - Valid Type 75 Educational Administrative Certificate issued by the Illinois State Board of Education. - Thorough knowledge of the principles and practices of elementary and secondary education. - Thorough knowledge of the rules and regulations of the Chicago Public Schools. - Good knowledge of school budgeting methods and procedures. SPECIAL REQUIREMENTS - Ability to work effectively with and for school-aged children. - Ability to establish and maintain effective working relationships with teachers, career service staff, parents, guardians, volunteers, local school council members, and community organizations. - Excellent interpersonal, supervisory, oral, and written communication skills. - Physical requirements include light work (exerting up to 20 pounds of force occasionally or 10 pounds frequently), reaching, handling, fingering objects, talking, hearing, and using near and far visual acuity. SELECTION PROCESS - Candidates must meet all educational and certification requirements prior to hire. - Evaluation will be based on knowledge of Chicago Public Schools policies, educational leadership practices, and budgeting procedures. HOW TO APPLY - Submit an application through the Chicago Public Schools online career portal. - Ensure all required credentials, including the Master's degree transcripts and Type 75 Educational Administrative Certificate, are uploaded and verified during the application process. EMPLOYMENT DETAILS - Job Number: 260001YW - Posting Date: July 29, 2026 - Primary Location: John Marshall Metro High School, 3250 West Adams Street (West Side) - Position Type: Union Position - Benefits: Comprehensive health coverage including medical, dental, vision, pharmacy, behavioral health, EAP, and wellness programs. Financial security options include basic life, life and disability insurance, pension plans, 403(b) and 457(b) supplemental retirement, FSAs, and pet insurance. Work-life balance support includes paid leave, sick leave, vacation days, parental leaves, short-term disability, and religious holidays.
ABOUT THE ROLE This 1.0 FTE position is a combined assignment consisting of 0.4 FTE Academic Intervention Specialist and 0.6 FTE Math Teacher. The Math Teacher assignment includes three classes: Geometry, Math 6, and Algebra. The teacher fosters an effective learning environment, facilitates curriculum development, establishes learning objectives, provides instruction, counsels, disciplines, supervises, and evaluates student performance to meet individual needs. KEY RESPONSIBILITIES - Foster an educational environment conducive to learning and plan instructional programs and lesson plans for individual and whole groups. - Use appropriate instructional methods and materials, implement curriculum objectives, and engage in continuous professional growth. - Establish and implement classroom policies governing student behavior, provide guidance and discipline, and make referrals for assistance. - Confer with students, parents or guardians, and other staff to maintain open relationships, provide guidance, and encourage achievement. - Establish classroom goals in conformance with State and District guidelines, evaluate student progress, and prepare reports. - Collect and interpret data and provide reports for administrative purposes. - Direct the activities of assigned non-certificated personnel. - Attend required staff meetings, serve on staff committees, and participate in professional development activities. - Perform related tasks consistent with the scope and responsibility of the position. MINIMUM QUALIFICATIONS - Education: Bachelor's degree. - Experience: Academic preparation for or experience in teaching a culturally, racially, and economically diverse student population in an urban school system. - Knowledge: Subject areas appropriate to assignment, effective behavior management and instructional techniques, and rules for student safety. - Skills: Proficiency in reading, writing, and oral communications, effective communication with parents in a diverse community, and designing lesson plans for students with a wide range of achievement. - Abilities: Deal with students positively, be fair and consistent, adapt to change, organize activities, manage behavior, use good judgment to maintain a safe environment, use necessary equipment or software, and establish positive working relationships. SPECIAL REQUIREMENTS - Valid Washington State Teaching Certificate. - Geometry endorsement is required for the Math Teacher assignment. - Clearances: Must pass a criminal justice and fingerprint check. - Specific programs may require additional academic preparation or professional experience, such as working with bilingual students, preventing dropout of at-risk students, or teaching multi-level and mainstreamed classes. - Some positions may require valid first aid and CPR certification. - Some positions may require a valid Washington State driver's license or a Class II driver's license. SELECTION PROCESS The position has a continuous closing date. Candidates must successfully pass criminal justice and fingerprint clearances. The district seeks employees who can adapt to change, handle multiple tasks, and remain flexible to meet students' immediate needs in a dynamic environment. HOW TO APPLY Specific application instructions are not detailed in the provided text. Candidates should apply through the Seattle Public Schools official employment portal prior to the continuous closing date. EMPLOYMENT DETAILS - Job Type: Full-Time - FTE: 1.0 - Job Number: 27527 - Department: TOPS - Subject Area: Other/Multiple Subject Areas - Location: TOPS K-8, WA - Opening Date: 08/11/2026 - Closing Date: Continuous - Reporting: Reports to the building principal - Employer: Seattle Public Schools - Employer Address: 2445 3rd Ave South, Seattle, Washington, 98124-1165
About The Role A classroom teacher performs under the general direction of the building principal or program manager. The role fosters an effective learning environment, facilitates curriculum development, establishes learning objectives, provides instruction, counsels, disciplines, supervises students, and evaluates student performance and progress at Jane Addams Middle School. Key Responsibilities - Foster an educational environment conducive to learning; plan instructional programs for individual and whole groups, including at-risk or special needs youth; prepare lesson plans. - Use appropriate instructional methods and materials suited to student well-being and learning activities; implement curriculum objectives; attend in-service training and improve professional growth. - Establish and implement classroom policies and procedures governing student behavior; provide guidance, counseling, and discipline; make referrals for assistance. - Confer with students, parents, and staff to provide guidance and evaluation and encourage student achievement. - Establish classroom goals in conformance with State and District guidelines; evaluate and record student progress; prepare reports for parents. - Collect and interpret data; provide reports for administrative purposes. - Direct activities of assigned non-certificated personnel. - Attend required staff meetings and activities to accomplish position objectives and for professional achievement. - Serve on staff committees and participate in activities to enhance personal and professional skills. Minimum Qualifications - Bachelor's degree. - Academic preparation for or experience in teaching a culturally, racially, and economically diverse student population in an urban school system. Special Requirements - Valid Washington State Teaching Certificate with Social Studies or History endorsement(s). - Knowledge of subject areas appropriate to assignment, effective behavior management, instructional techniques, and student safety rules. - Proficiency in reading, writing, and oral communications; effective communication with parents in a diverse community. - Ability to design and implement lesson plans for students with a wide range of achievement. - Ability to deal with students positively, be fair and consistent, adapt to change, organize activities, manage behavior, and maintain a safe learning environment. - Some positions may require valid first aid and CPR certification. - Some positions may require a valid Washington State driver's license and/or a Class II driver's license. Selection Process - Applications are reviewed on a continuous basis. - Candidates must meet minimum qualifications and hold a valid Washington State Teaching Certificate with the appropriate endorsement. How To Apply 1. Submit an application to Seattle Public Schools for Job Number 27523. 2. Ensure all required information regarding education, licenses, and experience is included. 3. Applications are accepted on a continuous basis until the position is filled. Employment Details - Job Type: Part-Time. - Remote Employment: 100% on-site. - Location: Jane Addams Middle School, WA. - Department: Jane Addams Middle School, Seattle Public Schools. - Subject Area: Social Studies. - FTE: 0.6. - Opening Date: 08/10/2026. - Closing Date: Continuous.
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ABOUT THE ROLE This role involves teaching carpentry-related skills and guiding inmate students through hands-on learning in building and construction trades at the State Correctional Institution at Phoenix. The position supports skill development while maintaining a secure, organized, and orderly classroom environment to help inmates prepare for future opportunities. KEY RESPONSIBILITIES - Modify lesson materials based on student needs and placement results. - Teach carpentry and construction topics through classroom and shop-based lessons. - Develop tests, review assignments, and provide evaluations of student progress. - Maintain education records, attendance, inventory, and supply requests. - Issue tools, monitor behavior, and follow procedures to maintain a secure learning space. MINIMUM QUALIFICATIONS - Education equivalent to high school graduation and two years wage earning experience beyond the completed 3-year apprenticeship period in Carpentry. - OR Education equivalent to high school graduation and three years of wage earning experience in Carpentry if no approved apprenticeship period exists. SPECIAL REQUIREMENTS - Possession of or eligibility for a current Pennsylvania Department of Education Vocational Certificate I or II for Carpentry. - OR Possession of or eligibility for a current Pennsylvania Department of Education Vocational Intern Certificate for Carpentry. - OR Eligibility for a Pennsylvania Department of Education Emergency Certificate for Carpentry. - Successful completion of basic training in Elizabethtown, PA. - Must meet the Pennsylvania residency requirement. - Must pass a background investigation and meet Criminal Justice Information Services compliance requirements. - Must be able to perform essential job functions. SELECTION PROCESS - Completing the application and supplemental questions serves as the exam. No additional test center exam is required. - Score is based on detailed information provided on the application and supplemental questions. - All application materials and interview responses must reflect the applicant's own experience. Generative AI tools may be used for preparation only, not to misrepresent information or assist during interviews. - Veterans may receive employment preference under Pennsylvania law. HOW TO APPLY - Submit application by August 25, 2026 at 11:59 PM Eastern. - Resumes and cover letters will not be reviewed; all relevant experience and education must be detailed on the application. - Late applications will not be accepted. - Contact for accommodations or questions: Ronda Hugaboom, 717-307-3234, rhugaboom@pa.gov. - Telecommunications Relay Service: 711 for hearing and speech disabilities. EMPLOYMENT DETAILS - Department: Department of Corrections - Division: State Correctional Institution at Phoenix - Location: 1200 Mokychic Drive, Collegeville, Pennsylvania 19426 - Job Type: Civil Service Permanent Full-Time - Work Schedule: 37.5 hours per week, Monday - Friday, 7:45 AM to 3:45 PM with a 30-minute lunch. - Telework: Not eligible. - Retirement: Eligible for full retirement benefits at age 50 or 55. - Union/Bargaining Unit: CIVEA / E4 - Job Number: CS-2026-55913-2401D - Position Number: 00227291
ABOUT THE ROLE Chicago Public Schools (CPS) serves over 325,000 students and is focused on providing equitable resources and a world-class learning experience. The Department of Procurement and Contracts ensures schools receive the highest quality goods and services at the best price. Reporting to the Category Manager, the Senior Category Buyer collaborates with schools and departments on competitive solicitations and manages purchasing projects presented to the Board of Education for approval. This is a full-time, exempt position paid on a salary basis. KEY RESPONSIBILITIES - Work with the Category Manager to define and execute a 3-year strategy for complex categories. - Develop sourcing plans with clients, advising on procurement type, contract length, and bundling opportunities. - Implement a tactical approach to sourcing and lead negotiations for complex RFPs and RFQs to obtain the best value. - Analyze final vendor responses and provide recommendations based on cost, cash, quality, and strategic fit criteria. - Lead the sourcing process to finalize vendor contractual agreements. - Assess and manage supplier performance for continuous improvement by leading supplier meetings. - Develop collaborative partnerships with vendors to drive cost savings through operational supply chain improvements. - Propose and implement improvements in CPS procurement processes. - Develop and facilitate training for staff on CPS systems and procurement processes. - Serve as a mentor to other Category Buyers to help them develop their professional skills. MINIMUM QUALIFICATIONS - Bachelor's degree from an accredited college or university in business, supply chain, or a related field. - Minimum of 5 years of professional procurement experience, preferably in a large, complex organization. - Experience with the solicitation (RFX) process and negotiations. - Advanced Microsoft Office proficiency, with required proficiency in Excel. - Strong analytical, problem-solving, and decision-making skills. - Strong verbal and written communication skills to maintain effective relationships with internal and external entities. - Strong negotiation and influencing skills. SPECIAL REQUIREMENTS - Master's degree in business, supply chain, or a related field is preferred. - Oracle experience is preferred. - Must be action-oriented and well-organized. - Chicago Residency: Employees must live within the geographic boundaries of the City of Chicago within 6 months of their hire date and maintain residency throughout employment. All CPS employees must be residents of Illinois. SELECTION PROCESS - Candidates will be evaluated based on their qualifications, experience, and alignment with CPS core values. - Final salary offers will be determined based on the selected candidate's specific qualifications and experience. HOW TO APPLY - Submit an application for Job Number 260001YX through the Chicago Public Schools employment portal. EMPLOYMENT DETAILS - Position Type: Non-Union Position - Job Grade: S08 - Overtime Status: Exempt - Primary Location: Central-42 West Madison Street (Procurement and Contracts) - Benefits include comprehensive health coverage (medical, pharmacy, dental, vision, behavioral health, EAP, wellness program), financial security options (basic life, disability insurance, pension plans, 403(b) and 457(b) supplemental retirement, FSAs, pet insurance), and work-life balance support (paid leave, sick leave, vacation days, parental leaves, short-term disability, and religious holidays).
ABOUT THE ROLE The Associate Athletic Director for Development is a key leadership position within Idaho Athletics, partnering closely with the Athletics Department and the University of Idaho Foundation. The role helps shape the vision and direction of a growing athletics development program, driving philanthropic support for capital projects, student-athlete scholarships, and NIL initiatives. This position is responsible for increasing major gift opportunities, managing assigned prospects, and soliciting major gifts. KEY RESPONSIBILITIES - Lead the development and execution of major gift solicitation strategies, including identifying prospects, building cultivation plans, and making direct solicitations - Provide leadership and direction to the development team, setting goals, managing performance, and fostering a collaborative work environment - Focus on securing gifts of $25,000 or higher, with an emphasis on gifts of $100,000 or more from individuals, corporations, commodity groups, and foundations - Monitor and analyze fundraising performance metrics to optimize strategies and tactics - Prepare regular reports and updates on fundraising activities, outcomes, and projections for the executive team - Manage a portfolio of 100 or more major gift prospects and donors - Make at least 100 strategic moves and 20 solicitations of $25,000 or more annually - Raise at least $1,500,000 each year MINIMUM QUALIFICATIONS - Education: Bachelor's Degree required at time of hire - Experience: Four years in fundraising or related work experience such as high-level sales, marketing, or constituent-based outreach. Experience working in an environment dependent on developing and maintaining positive relationships. - Preferred: Master's Degree, experience with volunteer boards and committees, familiarity with CRM database systems, public relations or marketing experience, knowledge of development activities in higher education, experience fundraising within an NCAA Division I Athletic Department, and extensive major gift fundraising experience. SPECIAL REQUIREMENTS - Ability to travel - Ability to work nonstandard business hours, including weekends and holidays - Must possess a valid driver's license and be able to meet policy requirements for driving university-owned vehicles - Must be able to pass a criminal background check SELECTION PROCESS - Candidates will be evaluated based on their education, experience, and how their skills align with the required and preferred qualifications. - Final candidates must pass a criminal background check. HOW TO APPLY - Submit a letter of qualifications and current resume no later than August 12th for first consideration. - Address all required and preferred qualifications in the letter of qualifications using the provided template. - Optional documents and supplemental questions may be required during the application process. - For the full job description, contact Christy Day at cday@uidaho.edu. EMPLOYMENT DETAILS - Employer: University of Idaho / University of Idaho Foundation - Department: University Development / Idaho Athletics - Location: Moscow, Boise - Position Type: Full Time, Exempt, Fiscal Year Appointment - FTE: 1 - Visa Sponsorship: Not available - Open Until Filled: Yes - Posting Date: 07/29/2026